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Fazey2005EcologySociety10LearningMoreEffectively.pdf588.83 kBAdobe PDFView/Open
Title: Learning more effectively from experience
Authors: Fazey, Ioan Raymond Albert
Fazey, J A
Fazey, D M A
Keywords: Adaptive management
Adaptable practitioners
Macquarie Marshes
Contextual interference
Qualitative differences
Research agenda
Mental practice
Motor skill
BF Psychology
Issue Date: Dec-2005
Citation: Fazey , I R A , Fazey , J A & Fazey , D M A 2005 , ' Learning more effectively from experience ' Ecology and Society , vol 10 , no. 2 , 4 .
Abstract: Developing the capacity for individuals to learn effectively from their experiences is an important part of building the knowledge and skills in organizations to do good adaptive management. This paper reviews some of the research from cognitive psychology and phenomenography to present a way of thinking about learning to assist individuals to make better use of their personal experiences to develop understanding of environmental systems. We suggest that adaptive expertise (an individual's ability to deal flexibly with new situations) is particularly relevant for environmental researchers and practitioners. To develop adaptive expertise, individuals need to: (1) vary and reflect on their experiences and become adept at seeking out and taking different perspectives; and (2) become proficient at making balanced judgements about how or if an experience will change their current perspective or working representation of a social, economic, and biophysical system by applying principles of "good thinking." Such principles include those that assist individuals to be open to the possibility of changing their current way of thinking (e. g., the disposition to be adventurous) and those that reduce the likelihood of making erroneous interpretations (e. g., the disposition to be intellectually careful). An example of applying some of the principles to assist individuals develop their understanding of a dynamically complex wetland system (the Macquarie Marshes in Australia) is provided. The broader implications of individual learning are also discussed in relation to organizational learning, the role of experiential knowledge for conservation, and for achieving greater awareness of the need for ecologically sustainable activity.
Version: Publisher PDF
Status: Peer reviewed
ISSN: 1708-3087
Type: Journal article
Rights: (c)2005 the authors. Published by The Resilience Alliance, available at
Appears in Collections:Geography & Sustainable Development Research
University of St Andrews Research
Scottish Oceans Institute Research
Geography & Geosciences Research

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